Pub Date : 2023-01-01DOI: 10.7709/JNEGROEDUCATION.86.3.0338
E. Jordan, Sarah Williams
This paper presents the findings from a series of focus groups conducted in Dallas, El Paso,
{"title":"Voices from the Field","authors":"E. Jordan, Sarah Williams","doi":"10.7709/JNEGROEDUCATION.86.3.0338","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.86.3.0338","url":null,"abstract":"This paper presents the findings from a series of focus groups conducted in Dallas, El Paso,","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88733168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The purpose of this study was to illuminate how Black boys are framed and engaged in early childhood education, from the narratives of the parents of Black children. Using critical race counter-storytelling, four interwoven themes emerged from this study. The stories from the narratives of the parents depicted a viewpoint that their sons were assumed to be troublemakers, surveilled by teachers, and policed for small infractions, singled-out for punishment among their peers, and subjected to harsher and more prolonged punishments for perceived wrongdoing. We characterized this experience through the moniker suspected, surveilled, singled-out, and sentenced to account for the four areas where an assumption of criminality manifests in early learning.
{"title":"Suspected, Surveilled, Singled-Out, and Sentenced: An Assumption of Criminality for Black Males in Early Learning","authors":"Idara Essien, J. Wood","doi":"10.3102/1438952","DOIUrl":"https://doi.org/10.3102/1438952","url":null,"abstract":"Abstract:The purpose of this study was to illuminate how Black boys are framed and engaged in early childhood education, from the narratives of the parents of Black children. Using critical race counter-storytelling, four interwoven themes emerged from this study. The stories from the narratives of the parents depicted a viewpoint that their sons were assumed to be troublemakers, surveilled by teachers, and policed for small infractions, singled-out for punishment among their peers, and subjected to harsher and more prolonged punishments for perceived wrongdoing. We characterized this experience through the moniker suspected, surveilled, singled-out, and sentenced to account for the four areas where an assumption of criminality manifests in early learning.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"23 1","pages":"65 - 82"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83959836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mary McLeod Bethune: Building a Better World, Essays and Selected Documents (review)","authors":"Ashley N. Robertson","doi":"10.5860/choice.38-0487","DOIUrl":"https://doi.org/10.5860/choice.38-0487","url":null,"abstract":"","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"23 1","pages":"608 - 609"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73740622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.87.3.0311
G. Tillis
Abstract:This futuristic research illuminates pressing challenges historically Black college and university (HBCU) faculty encounter in supporting the unique social, cultural, and pedagogical needs of their first-year students. Using a BlackCrit framework, the author examines the ways in which Black students are positioned as a problem and in need of intervention and the Black suffering that this entails. This framework is particularly pressing because it highlights the subtle dehumanizing student development theories that frame the prevailing first-year seminar models. The author employed an emancipatory action and narrative research methodology to propose a re-imagining of first-year seminars at HBCUs; a futuristic first-year seminar that builds on the rich legacy of HBCU faculty and a critical humanizing sociocultural knowledge of antiblackness and Black suffering.
{"title":"Antiblackness, Black Suffering, and the Future of First-Year Seminars at Historically Black Colleges and Universities","authors":"G. Tillis","doi":"10.7709/jnegroeducation.87.3.0311","DOIUrl":"https://doi.org/10.7709/jnegroeducation.87.3.0311","url":null,"abstract":"Abstract:This futuristic research illuminates pressing challenges historically Black college and university (HBCU) faculty encounter in supporting the unique social, cultural, and pedagogical needs of their first-year students. Using a BlackCrit framework, the author examines the ways in which Black students are positioned as a problem and in need of intervention and the Black suffering that this entails. This framework is particularly pressing because it highlights the subtle dehumanizing student development theories that frame the prevailing first-year seminar models. The author employed an emancipatory action and narrative research methodology to propose a re-imagining of first-year seminars at HBCUs; a futuristic first-year seminar that builds on the rich legacy of HBCU faculty and a critical humanizing sociocultural knowledge of antiblackness and Black suffering.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"22 1","pages":"311 - 325"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73752106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.85.1.0059
B. Dever, T. Raines, E. Dowdy, Cody A. Hostutler
Abstract:Current research places an emphasis on outcomes, rather than the processes, that lead to disproportionality in special education. In most instances, referrals for special education are based on teacher perception, rather than data. Using a norm-referenced self-report instrument to assess behavioral and emotional risk, this study compared those identified as at-risk by the instrument to those presently receiving special education services within a nationally representative sample of 4946 children. The results indicated demographics including gender, race, and socioeconomic status were more predictive of special education status than self-report of risk. These findings suggest that a data-driven approach to inform referral for special education may contribute to efforts to reduce the disproportionate placement of students of color and males in special education.
{"title":"Addressing Disproportionality in Special Education Using a Universal Screening Approach","authors":"B. Dever, T. Raines, E. Dowdy, Cody A. Hostutler","doi":"10.7709/JNEGROEDUCATION.85.1.0059","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0059","url":null,"abstract":"Abstract:Current research places an emphasis on outcomes, rather than the processes, that lead to disproportionality in special education. In most instances, referrals for special education are based on teacher perception, rather than data. Using a norm-referenced self-report instrument to assess behavioral and emotional risk, this study compared those identified as at-risk by the instrument to those presently receiving special education services within a nationally representative sample of 4946 children. The results indicated demographics including gender, race, and socioeconomic status were more predictive of special education status than self-report of risk. These findings suggest that a data-driven approach to inform referral for special education may contribute to efforts to reduce the disproportionate placement of students of color and males in special education.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"283 1","pages":"59 - 71"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75786142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/JNEGROEDUCATION.84.1.0025
K. Anderson
Abstract:In this article, optimal resource theory (ORT) is introduced as a research framework to enhance student outcomes and inform best-practices in schools. ORT uses historical research perspectives and limitations from existing theories to inform its development. ORT principles are described and a national dataset is used to demonstrate the efficacy of ORT. Specifically, data from the Special Educational Elementary Longitudinal Study are used to examine the predictive power of literacy-related teaching decisions on reading achievement for average to above-average Black males with disabilities. Results highlight the importance of making strategic instructional decisions and the need to carefully examine common classroom-based teaching strategies for assumed versus actual contributions to Black male achievement for students with disabilities.
{"title":"An Introduction to Optimal Resource Theory: A Framework for Enhancing Student Achievement","authors":"K. Anderson","doi":"10.7709/JNEGROEDUCATION.84.1.0025","DOIUrl":"https://doi.org/10.7709/JNEGROEDUCATION.84.1.0025","url":null,"abstract":"Abstract:In this article, optimal resource theory (ORT) is introduced as a research framework to enhance student outcomes and inform best-practices in schools. ORT uses historical research perspectives and limitations from existing theories to inform its development. ORT principles are described and a national dataset is used to demonstrate the efficacy of ORT. Specifically, data from the Special Educational Elementary Longitudinal Study are used to examine the predictive power of literacy-related teaching decisions on reading achievement for average to above-average Black males with disabilities. Results highlight the importance of making strategic instructional decisions and the need to carefully examine common classroom-based teaching strategies for assumed versus actual contributions to Black male achievement for students with disabilities.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"78 1","pages":"25 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75381813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.88.2.0159
Nicole M. West
Abstract:This study investigated outcomes associated with consistently participating in a professional counterspace developed by and for African American women higher education administrators. Data were obtained from semi-structured interviews with seven African American women student affairs professionals employed at predominantly White institutions, who consistently attended the African American Women’s Summit (AAWS) between 2006-2011. Participants noted the Summit’s impact on their physical, spiritual and interpersonal wellness; opportunities created by the AAWS for mentoring and networking; and the encouragement they received to advance their careers through professional development. Included is a discussion of the concept of professional counterspaces situated in Black feminist thought and critical race theory, which are the theoretical frameworks that grounded this inquiry. Implications for practice, theory, and further research are also presented.
{"title":"By Us, For Us: The Impact of a Professional Counterspace on African American Women in Student Affairs","authors":"Nicole M. West","doi":"10.7709/jnegroeducation.88.2.0159","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.2.0159","url":null,"abstract":"Abstract:This study investigated outcomes associated with consistently participating in a professional counterspace developed by and for African American women higher education administrators. Data were obtained from semi-structured interviews with seven African American women student affairs professionals employed at predominantly White institutions, who consistently attended the African American Women’s Summit (AAWS) between 2006-2011. Participants noted the Summit’s impact on their physical, spiritual and interpersonal wellness; opportunities created by the AAWS for mentoring and networking; and the encouragement they received to advance their careers through professional development. Included is a discussion of the concept of professional counterspaces situated in Black feminist thought and critical race theory, which are the theoretical frameworks that grounded this inquiry. Implications for practice, theory, and further research are also presented.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"33 1","pages":"159 - 180"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75000939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.88.1.0044
Lawrence Scott, L. Sharp
Abstract:Historical analyses of educational attainment trends have revealed disparities concerning Black males, particularly with respect to attainment of advanced degrees. The purpose of the present study was to identify critical factors that promoted educational attainment of advanced degrees among ten Black men who were leaders within educational organizations and had earned at least one advanced degree. The present study was grounded in understandings related to social cognitive theory and considered the distinctiveness of the Black male experience. Using a phenomenological qualitative research design, data were analyzed using a grounded theory approach, which led to the identification of three themes: (a) supportive social networks, (b) aspects of cultural identity, and (c) self-beliefs. A discussion of findings summarized favorable and unfavorable critical factors that emerged from data analyses and pointed to implications for graduate program stakeholders regarding educational resilience and leaders within educational organizations regarding the recruitment, retention, and development of Black male leaders. Recommendations for future areas of research were provided, as well as limitations with the present study.
{"title":"Black Males Who Hold Advanced Degrees: Critical Factors that Preclude and Promote Success","authors":"Lawrence Scott, L. Sharp","doi":"10.7709/jnegroeducation.88.1.0044","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.1.0044","url":null,"abstract":"Abstract:Historical analyses of educational attainment trends have revealed disparities concerning Black males, particularly with respect to attainment of advanced degrees. The purpose of the present study was to identify critical factors that promoted educational attainment of advanced degrees among ten Black men who were leaders within educational organizations and had earned at least one advanced degree. The present study was grounded in understandings related to social cognitive theory and considered the distinctiveness of the Black male experience. Using a phenomenological qualitative research design, data were analyzed using a grounded theory approach, which led to the identification of three themes: (a) supportive social networks, (b) aspects of cultural identity, and (c) self-beliefs. A discussion of findings summarized favorable and unfavorable critical factors that emerged from data analyses and pointed to implications for graduate program stakeholders regarding educational resilience and leaders within educational organizations regarding the recruitment, retention, and development of Black male leaders. Recommendations for future areas of research were provided, as well as limitations with the present study.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"113 1","pages":"44 - 61"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75029485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.7709/jnegroeducation.88.4.0454
Lauren Shure, Cirecie A. West-Olatunji, Blaire Cholewa
Abstract:Despite efforts made by educators and policymakers, disproportionality in special education and discipline persists for low-income, African American students. Through the lens of Multicultural Counseling Theory (MCT), this quantitative study investigated the likelihood of school counselors recommending students for advanced and remedial interventions based upon students’ cultural behavior styles. The results indicate that counselor bias may affect how they make recommendations for special education. Recommendations for school counselor practice and training are discussed.
{"title":"Investigating the Relationship between School Counselor Recommendations and Student Cultural Behavioral Styles","authors":"Lauren Shure, Cirecie A. West-Olatunji, Blaire Cholewa","doi":"10.7709/jnegroeducation.88.4.0454","DOIUrl":"https://doi.org/10.7709/jnegroeducation.88.4.0454","url":null,"abstract":"Abstract:Despite efforts made by educators and policymakers, disproportionality in special education and discipline persists for low-income, African American students. Through the lens of Multicultural Counseling Theory (MCT), this quantitative study investigated the likelihood of school counselors recommending students for advanced and remedial interventions based upon students’ cultural behavior styles. The results indicate that counselor bias may affect how they make recommendations for special education. Recommendations for school counselor practice and training are discussed.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"70 1","pages":"454 - 466"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79046774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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